Natural Properties versus WTO-Trips Agreement

BY

Ma'azu Mohammed Yusif

Department of Political Science

Bayero University, Kano

 

Introduction

The topic of this lecture given by the organisers is, "The challenges posed by World Heritage Convention in Winning and Conserving a World Heritage Site". The contributions I am going to make is of a very important problem on this matter but is often not tabled for discussion in this kind of gathering. This is the relationship of natural properties including of Heritage and Bio-Diversity with international trade. Here, is a modest contribution on that, so the title of this paper is altered to read". Natural Properties and WTO-Regime TRIPs Agreement".

At the Seattle ministerial conference of the World Trade Organisation (WTO), in 1999, violent reactions by civil society groups disrupted the meeting. Representatives of the indigenous peoples expressed strong concern about Trade-related intellectual property rights Agreement (TRIPs) under the WTO-regime of international trade. The theft and patenting of biogenetic and other natural resources is facilitated by TRIPs agreement, said a declaration by indigenous people:

"Some plants which indigenous peoples have discovered, cultivated, and used for food, medicine, and for sacred rituals are already patented in the United States, Japan, and Europe. A few examples of these are ayahuasa, quinoa, and sangre de drago in forests of South America; Kava in the pacific; turmeric and bitter melon in Asia. Our access and control over our biological diversity and control over our traditional knowledge and intellectual heritage are threatened by TRIPs Agreement. Article 27.3b of this agreement allows the patenting of life forms and makes an artificial distinction between plants, animals, and micro-organisms. As far as we are concerned all these are life forms and life-creating processes which are sacred and which should not become the subject of private property ownership".

This episode has revealed very clearly the current conflict between natural/heritage and international corporate interests.

International Concerns on Natural Properties

Debo Areo (2006) has rightly observed that natural properties or heritage are among the priceless and irreplaceable possessions not only of each nation, but also of mankind as a whole.

This has justified the reason why in 1972, the United Nations Educational, Scientific and Cultural Organization (UNESCO) recognised the need to identify and permanently protect the Worlds Special areas and adopted the World Heritage Convention. It is founded on the principle of international cooperation, and provides for the protection and regulation of what is generally accepted to be a natural property.

The convention is titled "Convention Concerning the Protection of the World Cultural and Natural Heritage". It came into force in 1975 after being ratified by 20 countries.

Articles 1 and 2 give definition of the cultural and Natural Heritage. One i.e. the cultural is made up of "monuments: architectural works, works of monumental sculpture and painting, elements of structures of an archaeological nature, inscriptions, cave dwellings and combination of features, which are of outstanding universal value from the point of view of hi-story, art or science"; also groups of buildings: "of separate or connected buildings which, because of their architectural, their homogeneity or their place in the landscape, are of outstanding universal value from the point of view of history, and or science"; again sites: "works of man or the combined works of nature and man, and areas including archaeological sites which are outstanding universal value from the historical, aesthetic or anthropological point of view".

The second form is what is considered as "natural heritage". It consists of "natural features of physical and biological formations or groups of such formations, which are of outstanding universal value from the aesthetic or scientific point of view; geological and physiographical formations and precisely delineated areas which constitute the habitat of threatened species of animals and plants of outstanding universal value from the point of view of science or conservation"; also, "natural sites or precisely delineated natural areas of outstanding universal value from the point of view of science, conservation or natural beauty".

A complementary but seemingly with a different objective is the convention on Biological Diversity.

This convention has shared a common goal and subject element with World Heritage Convention. Among the features of natural heritage that are covered by convention on Biological Diversity are: (i) biological formations, which are of outstanding universal value, from scientific point of view; (ii) certain marked species of animals and plants of outstanding universal value from the point of view of science.

Both conventions are "common concern of humankind", they are "global commons", protected by international law. The convention on Biological Diversity indeed covers all ecosystems, species and genetic resources. The convention on natural heritage indirectly covers the areas of these resources.

The conventions are torchlights that show that natural properties or resources are not infinite and so they must be carefully conserved for endless use. So, they are conserved and at the same time used for benefit of humans. However, this should be done in a way and at a rate that does not lead to the long-term decline of the resources.

Natural Resources under Threat

These resources are now calculatedly under siege and threat by WTO-regime TRIPs Agreement of Multilateral trading system. The WTO-trade regime came into force in January, 1995 after the Uruguay Round of trade negotiations.

The most contentious component of the negotiations, the agreement on Trade-Related Intellectual Property Rights (TRIPs) introduces Intellectual Property Rights (IPRs) into global trade. The form of IPRs protected by the agreement includes copy-rights, trade-marks, undisclosed information, industrial design, patents, etc.

Patents cover virtually all inventions of both a product and process nature. Governments may exclude certain products or processes from patentability for moral, health or environmental reasons so as long as this is done just because the commercial exploitation of the product or process is prohibited by its own laws. In other words, the exclusion must be for general reasons, not just for reasons of a country's own religion, culture or identity.

Global trade rules on patents permit huge companies to gain control over natural properties. In the 1990s, big corporations began to take out patents on plant species, most of which are found in Africa, Asia, and Latin America. Under the legal cover of WTO regime, these corporations are also preparing to take control of forests across the globe. Among non-governmental organisations, however, there is broad agreement that patents are not appropriate for life forms such as plants, forests and similar natural properties which have been developed over centuries.

Yes! The WTO-regime TRIPs Agreement legalised systematic destruction of history, human life and other things of great value to human society. Such destruction includes:

1. Patenting of life forms. This means that if a process to produce a plant is patented, the owner of the patent has exclusive rights over the plants obtained during the process. Farmers are not allowed to use any seeds coming from such a plant. Again, through the patenting of seeds, big corporate business organisations will gain control over the food crops of the poor.
   
2. The WTO rules recognise patents that have been developed through biotechnology using plant varieties that themselves are the result of years of cross-breeding by farmers. This implies that the WTO agreement does not recognise communities' rights over their resources.
   
3. Another problem of the WTO agreement on patenting is that it is a contravention of the Biological Diversity. These conventions seek to protect and establish indigenous rights respectively to the biological resources of the people of Third World Countries. However, WTO promotes the privatisation of these resources.
   
4. There is a concern by developing countries that patenting some of their indigenous resources also affect public health, as the patenting of these substances denied them use of them to make cheaper medicine. However, in view of difficulties faced by the public health authorities in Third World Countries in dealing with the public health problems due to provisions of WTO rules, the organisation adopted on 6 December , 2005 an amendment to the TRIPs incorporating a waiver, to enable developing countries to issue compulsory licenses to obtain cheaper generic versions of patented medicines. But still this does not mean that they are in control of their indigenous resources and knowledge.
   
5. In another different provisions of rules under WTO regime i.e. General Agreement on Trade in Services (GATS), tourism falls under international trade in services and so special rules to be agreed by member countries is being debated to extend monopoly control by big business, of these sites wherever they exist.
   
6. That the plan of global, control of Tourist sites is to complement with another interest of extension of control of geographical heritage to monopoly enterprises.
   

Conclusion

The list of the negative consequences could continue on and on without an end. The question is, it looks like Nigeria is not aware of these and that, may be is already in this conflict.

What is to be done? Laws and measures governing and checking what can be patented and on the outflow of indigenous knowledge and other resources vary from country to country. While some countries do not raise concern, some are pro-active and worth emulating. India, for example, which has around 15,000 plant varieties unique to the country, does not allow patents to be taken out of them. The Indian patent Acts of 1970 makes it clear that inventions relating to agricultural and horticultural process are not patentable on the grounds that socially valuable products ought not to be privatised or proceed out of the reach of the general public. Furthermore, India's council of Scientific and Industrial Research has launched a Traditional Knowledge Digital Library project to codify and disclose writings in ancient scriptures even from the 12^th century B.C. This project has already got a group of experts working and creating a database on various traditional resources and properties. These must have created the awareness that, as international agricultural development magazine reported in 1993, that farmers in Karnataka State burnt down an administrative building belonging to Cargill because they were fearful that the WTO-TRIPs provision could make it illegal for them to replant seeds that their ancestors have used for centuries without paying royalties to patent holders. Peru and china have similar legislations to identify and protect their natural properties from being appropriated by any business organisation.

Those governments that do not feel concerned must rise to the challenge to identify, conserve and protect their indigenous resources and knowledge from being unacknowledgebly taken away from them.

Reference

Conservation International (2010). Post-2010 Strategic plan of the Convention in Biological Diversity. Tenth Meeting of the Conference of the Parties 18 – 20 October, 2010, Nagoya Japan

Debo Areo (2006). Criteria for the Inclusion of Natural Properties in the World Heritage List. Capacity Building Workshop on Winning More World Heritage Sites for Nigeria. Organised by Department of Monuments, Heritage, and Sites National Commission for Museums and Monuments

UNEP, Convention on Biological Diversity

UNESCO, Convention Concerning the Protection of the World Cultural and National Heritage

RIS (2009). World Trade and Development Report 2009. Oxford University Press

Tom MeDonnel, Technical Review of the UN Environmental, Scientific and Cultural Organisations Convention on World Heritage

THE FUTURE OF POLITICAL SCIENCE IN BAYERO UNIVERSITY, KANO

In place of my contribution in the Faculty of Social and Management Sciences orientation organized for the new academic staff of the faculty which I did not attend

THE FUTURE OF POLITICAL SCIENCE IN BAYERO UNIVERSITY, KANO

The "Faculty of Political Science" Bayero University, Kano – Nigeria has unprecedentedly expanded by about 50%. This means a new academic community is created. Some of the new members are very young.

Given this sudden and unexpected development, it is not wrong to say, especially the younger ones, are the future of Political Science and of Department of Political Science, in Bayero University, Kano.

The task is not small. The scenario will be either to make Political Science of excellence, to make it competitive in global knowledge industry or to spoil it. As far as raising the standard of the Department, that is an administrative matter and I think is not a big deal as once knowledge becomes of excellence with all its ethics embodied in it, its administration cannot be otherwise.

So, what do we expect? I hope we are all aware that in the last 15 years of Scientific Revolution across the globe, Political Science is being transformed. It is no longer that American Political Science which some of us in the Department still thinks is the god and goddesses of the discipline. Even in the United State of America that old Political Science is put underground, only to say more sophisticated multidimensional theories and approaches have evolved to serve the same interests.

It is worthy to note by the younger ones that like "Government" has disappeared as a field of study Political Science may also disappear. But the issues will remain. Hundreds of years ago, Aristotle said Political Science is like a "mad man in the market". This is because it has not got its own method and it has not got its own approach. It derives and reformulate from other Social Sciences. This makes it chaotic but at the same resilient to transform and survive in the face of the on-going scientific revolution. The complexity of the science under this transformation has made it more fragmentary and in some universities across the globe is called Political Studies.

The reason why I have gone brief into the present transformation of the science is to inform the new members of the Faculty of Political Science that now there are new issues and methods for research.

In accordance, with a drive if there is, for a more academic future, you need to ask yourself what is going to be your role, what model Political Science and Political Science Department are you going to build, and what are the problems towards this model of excellence.

The role of an academic in an academic community, individually or collectively is generation and transmission of knowledge through research, study, documentation, discussion, production, creation, teaching, lecturing and writing. So these are your responsibilities. I think you should take them seriously if you want to change the Department to change the Department to a centre of excellence in learning and research in Political Science.

However, teaching and research are primary and from them the others may be fulfilled. I think the new members of the faculty are aware that teaching and research are facing serious problems. This problem has reminded me of what one senior Academic from university of Ife convinced all the participants in one workshop that in Nigerian Universities today there are no teachers. Another colleague in Bayero University, Kano while recasting our minds to the past intellectual activities, on this campus concluded that now we have a school, not a university. Familiar with many of you in the academic community during the undergraduate study programme, I have no doubt you are capable of starting the revolution here, except if you are overpowered by careerism, market scholarship and local obstacles.

Now, how do you do research? I am not going to tell you how to do research here. Just to say social science research is a social criticism. That makes contribution to knowledge. There are so many basic of research which are not going to be said here, because this is not writing about research. Yet researchers in Nigerian Universities today must consciously guard against abuses in research.

What of teaching? Some university academic staff think that they are lecturers not teachers. Yes! There is but a very thin difference between a teacher and a lecturer.

Nevertheless, the concept of teaching/teacher receives more international recognition and usage. For example UNESCO instruments in the field of education as in the Recommendation concerning the status of teachers (1966) had never used the concept of lecturer. Furthermore, in all the known Declarations on Academic Freedom in higher institution i.e. the Lima Declaration (1988) Poznan Declaration (1993); the Kampala Declaration (1990); and ASUU-Codesria Conference on higher education in Nigeria resolution (?); all used teachers, except in Lima Declaration where "Lecturer" is used only once in the whole document. I think new academics should be expected to read these documents.

Again, the concept teacher/teaching has greater social responsibility. Teaching is a profession so there are ethics and code of practice of teaching. There are three broad areas on the code of practice of teaching as a profession:

1. The relationship of teacher with his/her students
   
2. The relationship of teacher with his/her teacher colleagues
   
3. The relationship of teacher with the society.
   

The POZNAN (1993) Declaration on Academic Freedom noted that students of higher education institutes "have the right to participate in the governance of institutions of higher education and in the organization of the educational process". This falls in line with the code of practice of teaching which says that a teacher must take his/her students seriously and recognize the students as important in learning. This means that the concern of a teacher should always be towards the progress of his/her students in learning. By this you are hereby advised:

1. It has been observed long time ago that long period of military rule has militarized relations between individuals every where including in the universities. This trend should be stopped, especially in the university in order to allow free development of knowledge for National development. So, here we should allow democracy to work by fist listen to the students; attend to their problems, let them understand why what happened to them has happened. Knowledge does not develop wherever there is show of power.
   
2. Following that, don't harass and traumatize students in examination halls, in tutorials or during lectures
   
3. Take your students as partners in learning. Don't take your position/ideas in learning is absolute. Because you are their teacher, you are only relatively better. That's all. Yet, you can learn from your students too.
   
4. When you are assessing your students don't compare what you know from what they present. As you too, you may not know is only very little you know.
   

Regarding relationships with others is to be only for development and dissemination of knowledge. Create a vibrant academic community here where ideas are discussed and debated. In debating ideas there is no question of the truth or the correct ideas. Just talking of ideas and bring more ideas. The Bayero University, Kano Old campus was like that in those years (see my speech in M.M. Yusif Debate 2011). Debates and discussions will bring new issues for research. All sciences including political Science in the twenty-first century could make more and relevant contribution to knowledge only through joint research work. This is so, as it is observed by one distinguished writer that individual researchers tends to cast old theories and methods into new data which resulted in wrong conclusions. Secondly, in view of massive data available on social sciences issues only a sophisticated theory with a wide scope can be able to accommodate and analyze the data available. Many other team and joint works will create new Political Science and a new department of Political Science to compete in global knowledge industry.

The last one is the relationship of teacher with society. An acamic is a teacher and also a researcher. If you combine these two functions, makes a scholar. On the other hand a scholar is an objective social critique for development of human society. All human societies that have developed do so through research. In many advanced countries, research is taken very serious that in the White House (USA) and Down Street (London), for example next to the office of the President and the Prime Minister respectively is the office of research and development, which is linked with all serious academic communities and research centres in the world. Research for development is generation of ideas for development, which along the way the researcher will be paid. This is different from careerism which the research is searching where to do research to get some money. Here, there is no feeling of national development but of the small money to get.

However, this is not a problem of only the developing world as in recent years in Britain, academics have to get into debates about careerism in British knowledge industry. Furthermore, careerism is opposite of scholarship which is to tell the truth, to be objective and raise ideas for development of human society. So, these are the options do your choice.

Let me rest my pen. But do not forget that your choice is what would make Political Science in Bayero University, Kano of excellence or to spoil it.

M.M. Yusif

Department of Political Science,

BUK – Nigeria

6^th June, 2012

POL. 2204: GLOBALISATION AND MARXIAN POLITICAL ECONOMY

BAYERO UNIVERSITY, KANO

FACULTY OF SOCIAL AND MANAGEMENT SCIENCES

DEPARTMENT OF POLITICAL SCIENCE

2010/2011 (SECOND SEMESTER)

INSTRUCTOR: M. M. YUSIF

mmyusuf58@yahoo.com

mmyusuf07@gmail.com

polbuk@yahoo.com

http://www.mmyusuf.blogspot.com

Description of the Course

Political economy is a science which focused on analysing human social relationships – social, economic, cultural, with a view to show and understand why changes occur and their implications for development of human society.

 

The science of political economy is a theory discipline. Since it became an independent body of knowledge, it has made great advance in developing concepts, methods, theories and approaches to understand and explain the changes and transformation of human society.

 

One of these theories is from Marxian perspective. The development of Marxian tradition in Political Economy arose hundreds of years ago out of the controversy with liberal perspective, to understand the development of human society. The Marxist theory is an approach and a light of investigating the causes and implications of social change through the theory and practice of working – class self – emancipation as well as Marxist Labor theory of value. These will be reflected in the reading materials and in the lectures.

 

Whereas, we have been global for a very long time. However, the current global changes have produced uncertainty and chaos in Marxist theory. My intention is to understand this new trend of thoughts in Marxist theory. Subsequently, we are going to examine the relationship between Marxist theory and the process of class formation, state power, revolution, imperialism, social movement, etc. in the current era of globalisation.

 

Finally, by way of an advice of a teacher to his students, let me speak in the thinking and words of Karl Marx that "there is only one royal road to science". This road he said is hard working. So, go and work hard, thus assimilating the ideas of Marx in practice. You have come here to learn, so try to learn something. A process of learning brings self-transformation. So, let me see that you are not the same after this course.

 

Themes of the Course

1. General Introduction: introducing the course; the topics to be treated; course requirements and grading of students, assessments of the teaching programme by students; Aids for learning and research; other issues.
   
2. Political Economy: what is it and what is it not?
   
3. History, concepts and Theoretical perspectives
   
4. Marx, Marxian and the Question of Method
   
5. Marxian concept and theory of value as capitalist critique
   
6. Continues relevance of Marxist Theory in the Current Era of Globalisation.
   
7. Marxist Theory: Globalisation and Class Divisions.
   
8. Marxism, globalisation and state
   
9. Marxism and New Social Movement
   
10. Marxist and Free Trade
    
11. Marxist Theory: Globalisation and Imperialism
    
12. Globalisation: Marxist Revolutionary Politics and Socialism
    
13. Globalisation: Resistance Against Neo-Liberalism – Marxian and outlook
    
14. Marxist Theory: Gramscis Outlook of Political Landscape in Globalisation
    
15. Marxist Politics and Ideology in Nigeria: The Rise and Decline of Marxist Politics
    
16. Conclusion (i)
    
    1. Theoretical Conclusion
       
    2. Reports on Semester Group Projects
       
17. Conclusion (ii)
    
    1. Eating and Chatting
       
    2. Discussion on Classroom Experience.
       

 

Readings

1. M. M. Yusif Principles of Teaching in Classes of M. M. Yusif.
   
2. M. M. Yusif. How to Write Small Research Project.
   
3. Mauro C. and Rosanna D. "E – Research: An Introduction to on-line Political Science Sources for Beginners and Skepties
   
4. Stephan V. F. Guide to Methods for Students of Political Science.
   
5. Beckman B. "Political Science and Political Economy". In Y. Barongo (ed.) Political Science in Africa: A Critical Review.
   
6. M. M. Yusif, "Education and Transformation of Individuals as Students
   
7. Eskor Toyo, "Primary Requirements for the Unity of Political Science and Economics". In Barongo (ed.) op. cit,
   
8. Eskor Toyo, "The Mode of Production Nucleus as Integrator of Economic and Political Sciences". NJPS Vol. 2 No. 2
   
9. Eaton J. Political Economy Made Simple
   
10. Meskeren, The Marxist – Leninist Concept of Political Economy
    
11. Sergeillym and Molytev, What is Political Economy
    
12. James E. A. and Albert A., "Political Economy: An Overview". In Robert E. G. and KllingerMann (eds.) Handbook on New Political Science.
    
13. Atkinson A. B. "Political Economy: Old and New". In Robert E. G. and Klingermann (eds.). op.cit.
    
14. Ernest Madel. Marxist Economic Theory. Chapter 18.
    
15. G. A. Kozlov. Political Economy: Capitalism Chapter 1.
    
16. Engels, Outlines of a Critique of Political Economy
    
17. Alen W. and Bobs, "What is Marxism".
    
18. Paul S., "The Theory of Capitalist Development. Chapter 1
    
19. Bade O., "An Introduction to Marxist Political Economy. Chapters 1 and 2.
    
20. Karl Marx, "Preface to a Contribution to the Critique of Political Economy. In Selected Works Vol. 1.
    
21. Karl Marx, "The German Ideology. Chapter 1.
    
22. ___________. Theses on Feur Back in Selected Works.
    
23. ___________. Economic and Philosophical Manuscript.
    
24. ___________. Grandrisse
    
25. ___________. The Poverty of Philosophy.
    
26. G. A. Kozlov, Chapter 4.
    
27. Bade Onimode, Chapter 4 and 5
    
28. Ernest Mandale, Chapter 2 and 3.
    
29. Paul S. Chapter 4
    
30. Ernest Mandale, Late Capitalism. Chapter 3.
    
31. Karl Marx, Alienated Labour
    
32. ___________. Commodities and Fetishism of Commodities
    
33. Karl Marx and Frederick Engel, Manifesto of the Communist Party.
    
34. John G. "What's Global Marxism at the end of the 20^th Century?
    
35. Adam B. "Post-modern Theory and Karl Marx.
    
36. Gail O. Marx on Globalisation
    
37. Chu V. C. Marx and Engels on Economic Globalisation.
    
38. Nancy Fraser, "A Future for Marxism".
    
39. Harry Cleaver. The Inversion of Class Perspective in Marxian Theory: From Valorisation to Self-Valorisation.
    
40. Alejandro Colas, The Class Politics of Globalisation.
    
41. William I. R. and Jerry H. "Towards a Global Ruling Class. Globalisation and Transnational Capitalist Class.
    
42. Leslie S. "The Transnational Capitalist Class and the Discourse on Globalisation.
    
43. Chrispannos, "The Third Wave and the Third Class".
    
44. Erick O. W. Class Crisis and the State Pgs. 61 – 110.
    
45. Holloway J. and Piccioto S. (eds.), "State and Capital: A Marxist Debate.
    
46. Lenin, State and Revolution
    
47. Bade Onimode, Chapter 11.
    
48. William I. R. Capitalist Globalisation and the Transnationalisation of State.
    
49. Bob Jessop, Globalisation and Capitalism Today.
    
50. Chris Harman, The State and Capitalism Today.
    
51. M. M. Yusif, "Human Right Movement in Nigeria: Old and New".
    
52. Cynus E. Z. "Crossing Frontiers: Theoretical Innovations in the Study of Social Movements". PPSR Vol. 29.
    
53. A. G. Frank and M. Fuetes, Nine Theses on Social Movements Internationally.
    
54. Alberto M. "New Movements and the Political System. Reflection on the Italian Case.
    
55. Ernest Mandel, Marxist Economic Theory. Chapter 6.
    
56. Paul H. The Marxist Policy on Trade.
    
57. David Ricardo, "Excerpts on Theory of Comparative Advantage". In Erick S. R. op. cit.
    
58. Anthony Brewer, "Theories of Imperialism: A Critical Review.
    
59. Lenin, "Imperialism: The Highest Stage of Capitalism".
    
60. Roy Kiely, "Capitalist Expansion and the Imperialism – Globalisation Debate".
    
61. Yash Tandon, Globalisation and the South: The Logic of Exploitation.
    
62. James P. and Henry V., Globalisation Unmasked: Imperialism in the 21^st Century.
    
63. Ellen W. Empire of capital
    
64. Bill Warren, Imperialism: Pioneer of Capitalism.
    
65. Frieder O., Revolution Today: Three Reflections.
    
66. John F. The Future of Revolutions: Rethinking Radical Change in the Age of Gloobalisation.
    
67. John H. Change the World without Taking Power.
    
68. James Petras, Globalisation: A Socialist Perspective.
    
69. James Petras, The Struggle for Socialism Today.
    
70. Roger B. "Socialisms Dead".
    
71. M. M. Yusif, "The Left and Electoral Politics in Nigeria".
    
72. Rubert M. "Rereading Gramsci in an Era of Globalising Capitalism: Reflection on the Possibility of a Transnational War of Position.
    
73. Gramsci, Selections from Prison Notebooks.
    
74. Anne S. S. "A New Concept of Politics and the Expansion of Democracy". In Alan Aunt (ed.) Marxist and Democracy.
    
75. Martin C. The State and Political Theory. Chapter 3.
    
76. Vicki B. "Contesting the Hegemony of Market Ideology: Gramscis Good Sense and Polanyis Double Movement.
    
77. Owen W. and Carmer K. "Counter – Hegemony, Anti – Globalisation and Culture in International Political Economy".
    
78. Christine B. N. "Conceptualising Resistance to Globalisation". In B. K. Gills (ed.), Globalisation and Politics of Resistance.
    
79. Gregory A. "The Unexpected Revolution: Venezuala Confronts Neo-Liberalism.
    
80. Steve E. "Left Goals and the Debate Over Anti – Neo-liberal Strategy in Latin America".
    
81. Simutary N. "New Liberalism and the Relevance of Marxism to Africa: The Case of Zambia".
    
82. Various on "The Rise and Decline of Marxist Politics in Nigeria".
    
83. Dani P. "Sense and Nonsense in the Globalisation Debate".
    
84. Makota I. "Political Economy for Socialism".
    

 

Course Requirement

• The teaching of the course is by giving lectures. Each topic is expected to be covered in one lecture period. When the duration of the semester is against my plan some topics may be combined for treatment. However, the last 30minutes of each period will be presentation and discussion on chosen text or question.
  
• Assessment of students is based on end of semester examination (70%) and continuous assessment (30%). The CA will be determined by obligatory weekly assignment; active participation in discussing the assignment; a group small research project; research project response paper; a supervised test; ICT usage; attendance;
  
• At the end of the semester each seminar will submit a report on classroom experience
  
• There are many teaching aids on my website which are recommended to enhance the capacity of students in ICT, communicative writing, etc.
  
• In order to purify the system of learning and research I have to take strict disciplinary action against any student who is found on plagiarism. To avoid plagiarism you must not copy or paraphrase someone else work and present it as your own. Again, all texts consulted should be properly acknowledged. The penalty is that any work found to be plagiarism will receive zero. And any student found in two cases of plagiarism will result in being assessed "00" in the overall CA on the course.
  

 

Learning Needs Skills

Learning, even in tertiary institutions is a complex relationships of so many skills. It requires communication skills, team work, study devices, use of modern information and Communication Technology, etc.

 

The following learning guides which I have developed for my students in the last six years are also recommended for you. They are compulsory readings for all my students in the level 200, they can be accessed on http://www.mmyusuf.blogspot.com.

 

These are some listed below:

1. Assessing students examination papers: Marking Scheme
   
2. Enhancing students capacity in learning through the use of computers, internet and e-mail
   
3. Introducing Team/Group works in large classes
   
4. How to use internet to source reading materials
   
5. study guidelines for effective performance by may student
   
6. how to make patterned notes from texts
   
7. writing Examination: A Communicative Approach
   
8. How to write group semester paper in large classes
   
9. How to write Book Review
   
10. Communicative writing: Exploring the concept
    
11. taking Note in Class lecture or from a Textbook
    
12. Using E-Mail for teaching, learning and Research
    
13. Using E-Journals and E-Books for Teaching, Learning and Research
    
14. Code of ethics in the class of M. M. Yusif
    
15. ICT for Learning and education: beyond information
    
16. Critism-self-critism session
    
17. guidelines for small-research project
    
18. progress report on ICTs for learning and research
    
19. The underlying guides and principles of teaching in my class
    
20. reflecting on Teaching Military and politics
    
21. How to do research: What are the Problems
    
22. Information Age: Moving with ICTs to Understand the world around us
    
23. progress Report on the teaching of peace and conflict studies
    

 

My watch word in last year's teaching is whatever ideas received from me or from text books given to read are not correct and final. You must challenge and criticize them in order to keep learning. In this academic session is "Education for transformation of individuals as students Get ready. Each of you is going to show and tell us that he/she has changed, from the time we have started to the end of the course and beyond.

 

M.M. Yusif

WTO SOCCER COMPETITION

DEPARTMENT OF POLITICAL SCIENCE

BAYERO UNIVERSITY, KANO

 

WTO SOCCER COMPETITION

In 2011, WTO Mock Summit Club came up with a soccer competition as part of its annual activities. The competition which brought ten Departments was played for one week and the final – between Department of Mass Communication and of Physical Education was played in the evening of the day of the Mock Summit – Department of Physical Education won the trophy. The cup was donated by Mansur Ahmad, a final year student of the Department of Political Science. We appreciated and we hope the same kindness will continue forever.

 

During the ceremony, though modest, the following remarks are made by the Director WTO Mock Summit:

 

There is relationship between sports, learning, as well as research. The link is that sports is an art. Art is creativity and creativity produces intelligence.

 

Furthermore, sports has a biological function of making brain more active. So, university environment without active sportsmen and women is a dead environment. Again, university environment without active support from everybody in promoting and appreciating culture of sports by young boys and girls of the community is also a dead one.

 

That is a message to every one in the community. The most important thing to note is that sports, narrow the divide between students and teachers. This will go along way to do the same in both learning and research.

 

The WTO Mock Summit Club is determine to produce excellence in learning in B.U.K. students, so it will continue to promote sports.

 

M.M. Yusif

Director WTO Mock Summit Club

05-11-2011

BAYERO UNIVERSITY, KANO

FACULTY OF SOCIAL AND MANAGEMENT SCIENCES

DEPARTMENT OF POLITICAL SCIENCE

 

 

 

 

 

POL. 4313: COMPARATIVE ETHNIC RELATIONSNAND CONFLICT

 

 

 

 

 

 

INSTRUCTOR: M. M. YUSIF

 

 

mmyusuf58@yahoo.com

mmyusuf07@gmail.com

polbuk@yahoo.com

http://www.mmyusuf.blogspot.com

Description of the Course

"One world", has settled in the imagination of every human being. Yes! Seen flat and crowded, Todd Simon had observed "This crowded world is cracking asunder. Togetherness is out. It is now a dirty twelve letter world. The 'in' thing is to split, separate, get sore and quit.

 

That was said in 1967. by the end of the century and beginning of the twenty-first century another round of waves of ethnic conflict and national identity question across the globe had broken great nations into separate ethnic-territorial nation-states and in every other places there were divisiveness replica to "time of troubles" that was identified with decline of civilisation.

 

Neo-liberal globalisation has added fuel to these tensions and violence. Market created chaos thereby hastened the break of unity and solidarity in inter-group relations. It is recorded in the history of the development of human society that the world had never seen such a number of cases of ethnic conflicts as in the period under consideration.

 

This development has uncovered another dimension of ethnic and ethnicity to young learners and researchers whose vision about this matter does not go beyond Africa or generally the under-developed part of the world.

 

Nevertheless, there is still a fundamental problem on ethnic conflict studies – which has remained and limited to a problem of updating data rather than rethinking about theory and method on ethnic relations studies.

 

Especially, form political science perspective both students and researchers hardly recognise that the origin of the concepts ethnic and ethnicity are from sociology, anthropology and perhaps demographic studies, so need reconceptualisation by political scientists? Furthermore, the meaning of ethnicity is bound to be from both objective reality and from a subjective criterion. But both are usually lamped together.

 

However, studies of ethnic relations and conflicts have undergone several marked shifts in emphasis, since it becomes a subject for study and research. Search for differences led to interest in uniformities, an interest on social behaviour which gives way to examination of relationships, etc.

 

From theoretical point of consideration, passing through many strands of liberal and nationalist interpretation, now especially in sociology and political science, these studies embrace political economy approach of Marxian tradition showing the relationship of social classes, state and ethnicity.

 

If we take political economy from this tradition which is a science interested in the study of power, social change, and social inequality we find a framework which will throw light on how ethnic relations resulted in conflicts and disorder.

 

Meanwhile, neo-liberal globalisation has resulted in social transformation which has profound effect on ethnic relations and theory formation characteristics of ethnic relations and conflicts in new nations.

 

The objective of this course is to demystify the idea from young learners and researchers that the ethnic, ethnicity and ethnic conflict are phenomena of the new nations that are still incapable of building nations.

 

Subsequently, we are also going to examine strategies for ethnic management. Contemporary experiments show that both political and economic strategies to give democracy in governance and development in economic relations are imperative.

 

The course is presented in four parts of a single body of knowledge. First is the conceptualisation of the ethnic, ethnicity and ethnic conflict as well as varied framework of analysis of the ethnic. Secondly, a comparative approach will be illuminated to cast issues of different ethnic relationships across the globe. Thirdly, many cases of experience of ethnic relations across the globe would be given treatment. Lastly, are different strategies of ethnic conflict management.

 

Topics and Reading

1. General Introduction: Rethinking the study of ethnic conflict; an overview of the course; the topics to be treated; discussion about the recommended readings; Course Requirements; Aid from my website for learning and research, Assessment of the teaching programme by students; other issues; division of students into seminars
   

 

Readings

1. Readings No. 1 to 7 of Pol. 4301 (2010/2011) are still relevant.
   
2. R. A. schermerhorn (1970). Comparative Ethnic Relations: A framework for theory and Research. New York. Random House.
   

 

1. Definition of Key Concepts: ethnic; Ethnicity; Ethnic conflict; Nation; Nationality; Nationalism; Multiculturalism pluralism;
   

 

Readings

1. Ronaldo Munck, The difficult dialogue: Marxism and nationalism. Zed. London
   
2. Jaraslav K. and Vitezalav V. Ethnic and Political nations in Europe (1981). Croom Helm. London. Chapter 3
   
3. G. Glazerman (1979). Classes and Nations. Progress Publishers. Moscow
   
4. Peter A. Nationalism. Chapter 5
   
5. Samir Amin, class and Nation: Historically and in the current crises chapter 1.
   

 

1. The Comparative Approach and Ethnic Relations
   
2. Hod Hague and Martin Harop (2004). Comparative government and politics: An Introduction. Macmillan. New York. Chapter 5
   
3. R. A. Schermerhorn op cit. chapters 6 and 7.
   
4. Nathan G. and Daniel P. M. (1975) Ethnicity: Theory and Experience. Harvard University press. USA. Read the Introduction.
   

 

4. Ethnicity: Some Theoretical Perspectives

Readings

1. R. A. Schermerhorn op. cit. chapter 1
   
2. Nathan G. and Daniel p. M. op. cit. chapter 2 and 3
   
3. Ashley W. D. "Rethinking the National Question: Towards a Theory of Ethnicity and Nationality in the New World Order.
   
4. Bangura Y. The Search for Identity: Ethnicity and Political Violence
   
5. Berch B. "Nationalism and Ethnic Conflict in the Age of globalisation.
   
6. Vic Sstzewich (1999). "The Political Economy of Race and Ethnicity". In Peters S. L. (ed.). Race and Ethnic Relations in Canada.
   

 

5. Immigration, Diversity and Ethnic Conflict

Readings

1. Theresa J.F.A. and Others. "Marxist and Non-Marxist Approaches to Migration in Tropical Africa". In African Perspectives Vol. 1 (1978).
   
2. Christian J. "How Immigration is Changing Citizenship: A Comparative View". Ethnic and Racial Studies Vol. 23 No. 4 (1999)
   
3. Peter S. L. op. Cit. Chapter 3
   

 

6. Settlers and Residents: Citizenship Question and Ethnic Conflict

 

Readings

1. Robert V. K. Citizenship and Democracy in Germany: Implications for Understanding Globalisation.
   
2. Stephen Castles, "Hierarchical Citizenship in a World of Unequal Nation-state".
   
3. Victor K. U. "Studies of Ethnic Identity, Ethnic Relations, and Citizenship". In Peter S. L. op. cit.
   
4. Various case studies.
   

 

 

 

7. Regional Studies

1. Europe: Soviet Union, the Baltic region and the subnations of western Europe
   
2. Africa: Nigeria and Botswana
   
3. Asia: China and India
   
4. North America: Canada and USA.
   

 

Readings for Regional Studies

1. William Peterson: "On the Sub-nations of western Europe" in Nathan G. and Daniel P. M. op. cit.
   
2. Richard Pipes. "Reflections on the Nationality Problems in the Soviet Union". In Nathan G. and Daniel P. M. op. cit.
   
3. Jaroslav K. and Vitezslov P. op. cit.
   
4. Stave, L. B. "Nationanalism and Civil Identity: Ethnic Models for Macedonia and Kosovo.
   
5. Arend Lijphart, Democracy in plural Societies.
   
6. Pieire T., State Building and Democracy in southern Africa: Botswana, Zimbabwe and South Africa. Part II.
   
7. Various on Nigeria: Among are text edited by festus Okoye and another by E. O. Alemika.
   
8. Nathan G. and Daniel P. M. op. cit. chapter 8, 9, 10, 11, 12, and 16
   

 

8. Ethnic Conflict Management

 

Readings

1. Ahmad A. H. "The Re: conceptualisation of Conflict Management". Journal of Peace and Development
   
2. Anastasia O. "Institutional tools of Conflict Management – Asymeterical Federalism in Ethnic – territorial conflicts". Journal of Peace, Conflict and Development.
   
3. Arend Liphart. Op. cit.
   
4. Rian L. and Hussaini S. "On Ethnicity and Ethnic Conflict Management in Nigeria". In Africa journal in Conflict Resolution.
   
5. Sule Bello, the Enemy Within: The Challenges of Managing Multiculturelism in Nigeria
   
6. Edward M., Tribe or Nation? Nation Building and Public Goods in Kenya versus Tanzania
   

 

9. Reports on Semester Group Projects and Response Papers

 

10. Concluding Remarks by the Course Instructor on the Course and Performance of the Student During the Course Work; Critical Comment by Student on their class room experience and views on the Subject Matter of the course; eating and chatting

 

Joints Readings

• Peter S. L. (1999) (ed.). Race and Ethnic Relations in Canada
  
• Cheryl H. "The National Question, Ethnic and State: Some insights on South Africa". In Nzongola-Ntalajo and Margaret Lee (eds.). The State and Democracy in Africa.
  
• Judith Gans. "Citizenship in the Context of Globalisation.
  
• Paolo Catenaccro, Between Multiculturalism and Globalisation
  
• Subhabrata B. B. and Stephen L. Globalisation, Multiculturalism and other Fictions. Colonialism for the New Millennium?
  
• Eghosa E. O. "Introduction: Globalisation, Diversity and citizenship". Identity, Culture and Polities Vol. 5 No. 1 and 2 (2004).
  
• Jibrin Ibrahim, "The Transformation of Ethnic – Regional Identities in Nigeria". Conference Paper
  
• Bangura Yusuf, The Search for Identity, Ethnicity and Political Violence.
  
• Bangura Yusuf and Toshihiro Nakama Democratisation and Governance Reform in Plural Societies
  
• John Bower, "The Myth of Global Ethnic Conflict". Journal of Democracy vol. 7 No.4
  
• Fred W. R. Globalisation, Ethnic Diversity and Nationalism: The Challenge for Democracies
  
• James kunth , "Europe's Identity problem and the New Islamist War".
  
• Philip Jenkins, "Demographics, Religion and the future of Europe".
  
• Nnoli O. Ethnic Politics in Nigeria (1978).
  
• Nnoli O. Ethnic Politics in Nigeria (2008).
  
• Remi A. " The changing nature of Ethnic Conflicts: Reflection on the Tiv – Jukun Situation".
  
• Donold E. Horowitz "Ethnic Identity". In Nathan G. and Daniel P. M. op. cit.
  
• Daniel B. "Ethnicity and Social Change". As in Q above
  
• Aaron T. Gana. Federalism in Africa. Vols. 1 and 2
  
• Marina O. Ethnic Politics in Africa: Change and Continuity". In Richard J. (ed.). State Conflict and Democracy in Africa
  
• Doorknobs M. "Linking the Future to the Past: Ethnicity and Pluralism". ROAPE No. 52.
  
• Ifeka Caroline, "Ethnic Nationalities, God and the State: Wither the FRN"? ROAPE No. 55.
  
• Chua Amy. World on Fire: How Exporting Free Market Democracy Breeds Ethnic Hatred and Global Instability.
  
• Syla, B. "Twilight of Sovereignty on the Emergence of Cosmopolitan Norms Rethinking Citizenship in volatile times".
  
• Zawawi, I. "Globalisation and National Identity. Managing Ethnicity and Cultural Pluralism in Malaysia".
  

 

Course Requirement

• The teaching of the course is by giving lectures. Each topic is expected to be covered in one lecture period. When the duration of the semester is against my plan some topics may be combined for treatment. However, the last 30minutes of each period will be presentation and discussion on chosen text or question.
  
• Assessment of students is based on end of semester examination (70%) and continuous assessment (30%). The CA will be determined by obligatory weekly assignment; active participation in discussing the assignment; a group small research project; research project response paper; a supervised test; ICT usage; attendance;
  
• At the end of the semester each seminar will submit a report on classroom experience
  
• There are many teaching aids on my website which are recommended to enhance the capacity of students in ICT, communicative writing, etc.
  
• In order to purify the system of learning and research I have to take strict disciplinary action against any student who is found on plagiarism. To avoid plagiarism you must not copy or paraphrase someone else work and present it as your own. Again, all texts consulted should be properly acknowledged. The penalty is that any work found to be plagiarism will receive zero. And any student found in two cases of plagiarism will result in being assessed "00" in the overall CA on the course.
  

 

My watch word in last year's teaching is "whatever ideas received from me or from text books given to read are not correct and final. You must challenge and criticize them in order to keep learning". In this academic session is "Education for transformation of individuals as students. Get ready. Each of you is going to show and tell us that he/she has changed, from the time we have started to the end of the course and beyond.

 

M.M. Yusif

Community Democracy for Local and National Development

“Taking democracy seriously” is a title of a contribution made by a writer in a book he edited on democracy. The growth of democracy over the past ten years in Nigeria has created opportunities and challenges for development of local communities in Northern Nigeria and Nationally. But there are many blockages to allow democracy to thrive and give rise to openings for development.

The younger generation are particularly concerned with these obstacles. A youth organization of a coalition of many groups are determined to face this challenge. The following could help them to expand and put together many communities for democracy and development:
1. Establish independent community organization of students, women, unemployed youth, various occupational groups, etc.
2. These would with common agenda constitute communities of democracy and development in their local areas.
3. These together, networking in many ways are to become promoters and bulwark of democracy and development in the larger society.
4. They are to be exposed to values of democracy by putting them through collective efforts to deal with local problems.
5. To educate them to adhere to team and group work to make it easier for development of leadership.
6. To articulate demands of each group through conference and workshops and educate them on how to pursue the demands through local authorities and beyond.
7. To make them establish relationship with other groups in the communities to build support in case there will be a need for united action.
8. In order to empower them economically, students for example are to demand for scholarship from local authorities, unemployed youth to be recognized as an organization which has the right to speak on behalf of its members, various occupational groups for support of guarantorship and credit facilities from the local authorities.
9. To promote education in general and civic education and literacy in particular among the people.
10. Facilitate citizen access to information.
11. Give the people the right to demonstrate without molestation by the police.
12. Expose them to ideas of democratic principles, development as well as of human rights.
13. Strengthen their awareness and capacity to fight corruption and patronage.
14. To be shown that public service is not for few but that every person has equal access to public resources, and to take part in the conduct of public affairs.
15. People are to be educated on both the National and the international codes that every person has the right to enjoy equal protection before the law, without any discrimination based on religious, nation or social origin, property or other status.
16. For a fair-leveled play ground all rights including of religious belief, personal opinion, etc. which are essential to full and effective participation in a democratic society, be enforced by independent and impartial judiciary, open to the public.
17. That elected leaders uphold the law and function strictly in accordance with the constitution of the Federal Republic of Nigeria and Procedures established by law.
18. Accordingly to ensure that Government refrains from any extra-constitutional actions, in its dealing with people.
19. To ensure respect of ownership of land and when is needed for any public purpose to pay compensation immediately before use.
20. In order to prevent threat against these principles and generally democracy and efforts for development all organizations and individual members or leadership of these must show accountability, transparency and avoid godfatherising.
These and others not mentioned will set multiple processes for democracy and development in local communities which may in turn create potentialities for longer democratic society.

However, these may create unwelcome responses, therefore there will be need of patience and courage to continue

M. M. Yusif
04/07/2011

Labour and Industrial Relations

Department of Political Science

Bayero University, Kano

 

MPA 8208: 2010/2011

Labour and Industrial Relations

First Semester

 

 

M.M. Yusif

Friday 3:00 – 6:00 pm

M. Block – Old Campus

 

Introduction

This is a course on labour and industrial relations which is part of a programme – Masters in Policy and Public Administration – of the department of Political Science during 2010/2011 Academic year. It is designed to introduce students to a higher level of theoretical discourse on the nature of the changing context of industrial relations, from the traditional system through the period of breakdown of the old system to a transition to a new industrial Relation in Nigeria.

 

Overview of the Course

Labour and Industrial Relations studies in Nigeria's Higher Institutions of learning is limited by lack of serious and deep theoretical reflections of industrial relations as "capital-labour" relations. One can observe without fear that all the earlier studies and many of the recent studies have abstracted industrial relations from the conflict and contradictions which move modern capitalist society – in Nigeria.

 

Therefore, many of the existing literature hardly put in the schema of analysis the valorization of capital and the structural contradictions which inform the transformation of industrial relations. These studies neither bring into consideration global or external influence on internal logic of changes in the economy in general and of industrial relations in particular.

 

Thus, it is not surprising that now there is emerging body of ideas, from advance capitalist countries, that neo-liberal globalization has brought the "end of industrial relations".

 

The turning point in this course, during this academic year is that industrial relations is management of capital and labour relations, both in work places and in the larger society in Nigeria, an example of modern peripheral capitalist society.

 

Is industrial relations to stabilize the capitalist system or to promote class conflict and struggle? The regulation theory and Marxist theoretical approaches will provide us with the principles to give the direction too explain this problematic.

 

The regulation theory became a popular theoretical approache in Social Sciences, especially in Economics, Sociology, geography and Political Economy "to explain the paradox in capitalist development between the inherent tendency towards instability and crisis, and its ability to stabilize for periods around a set of institutions, norms and rules that secure periods of economic stability". The regulation approach pattern of analysis of changes and transformation of capitalist system is according to Lipietz (one of the Originators of regulation theory) is a combination of (i) regimes of accumulation and (ii) modes of regulation. Thus, in the study of industrial relations political economy is applied to understand the trend of changes and transformation.

 

In this context the transformation of industrial relations could be seen in the transformation of regime of accumulation. The recent history of the development of capitalism, shows from a global characterization, Fordist and post-fordist regimes of accumulation. The Fordist regime is characterized by mass production and mass consumption, the rise of strong working-class movement capable of extracting much from capital and so also the consolidation of welfare state. There was a crisis of the Fordist regime of accumulation when generally real wages continue to increase, while the rate of profit continues to fall. The power of workers has reached a climax. The response to this crisis of accumulation called for restructuring, and so came another regime of accumulation called post-Fordist. This new regime is characterized by greater flexibility of work practices, mean production, reduced role in society for Trade Union, etc.

 

That is the history of development of capitalism and capital-labour relations in centre countries. But the trend is replicated in peripheral countries. So, there is peripheral Fordism and Peripheral post-Fordist. This applies to Nigeria.

 

The Marxian approach on the other hand asserts that industrial relations is an expression of class conflict and struggle between workers, owners of capital and the state.

 

In Nigeria, the Fordist industrial relations corresponded to the period from post-world war II up to early 1980s characterized by liberal and corporatist strategies to accommodate the interests of workers and their leaders. From there, with global economic crisis which affected Nigeria, the Fordist capital-labour harmony began to breakdown and set for transition to a new mode of regulation. The transition period was long and characterized by non-payment of salaries; dissolution of the central labour organization i.e. the NLC; arrest, detention and harassment of labour leaders. The transition to post-Fordist capital-labour relations did not become a reality, still a mixed reality until with enactment of 2005 Labour Amendment Law.

 

Format of the Class

Responsible of the course is M.M. Yusif who will give lectures on the topics outlined on the programme. The lecture period will be divided into two parts. The first is to give a brief talk which will highlight some major issues covered in the literature on the topic. The second part will be for discussion on relevant texts chosen for review.

 

Requirements of the Course and Evaluation of Students

Regular attendance is a necessary requirement. But I prefer attendance in which we come and start together and finish together. Yes! If you are ready to learn come to the class before lecture begins and go after the class. Secondly, on writing a paper as requirement of the course, it must be based on library research, analytical, showing relationship between theory and data. Plagiarism will not be tolerated. Any one found on plagiarism will be awarded zero in his continuous Assessment. Thirdly participation in discussions in class is a guarantee for enhanced learning.

 

Finally, assessment of students will be based on 20% on the quality of term paper which each one will write. Then 10% for review of a relevant text, while 10% for attendance. The 60% left is for end of semester examination.

 

Topics of the Course (in chronological Order per Week)

1. General Introduction: A critique of studies on labour and industrial relations in Nigeria; An Overview of the Course; Requirements of the course; evaluation of students:
   

Reading

• Henry Ejembi (1996). A survey of Labour studies in Nigeria
  

  
   

1. Basic Concepts and terminologies
   

   Revisit: Labour; capital; industrial relations; Neo-liberal Globalization; Fordism; Post-Fordism
   

Readings

• Rechard Hyman, Industrial Relations: A Marxist Introduction. Chapters 1 and 7
  
• Dafe Otobo, Industrial Relations: Theory and Controversies. Chapter 2
  
• Ronaldo Munck. Globalisation and Labour: The New Great Transformation. Chapter 3
  
• Bruce E. Kaufman. The end of industrial relations.
  

  
   

1. Capital and Industrial Relations
   

Readings

• Karl Marx, "Capital and Labour". In K. Marx and K. Engels. Selected works Vol. I
  
• ……........, "wage labour and capital" selected works Vol. I
  
• Karl Marx, "from manufacture to modern industry". From capital Vol. I reproduced in Andre Gorz (ed.). The division of labour. The labour process and class struggle in modern capitalist society.
  
• Michael Burawoy. "The contours of production politics". In Charles Bergquist (ed). Labour in the capitalist World Economy
  
• Harry Braverman. Labour and Monopoly Capital: the degradation of work in the 20^th century.
  
• Andre Gorz. "The Tyranny of the factory: today and tomorrow". In Andre Gorz (ed.) op-cit
  

  
   

1. Theoretical Approaches
   

Readings

• Reiner D. and Jurgen O. Regulation Theory
  
• Michel Aglietta, Capitalism at the turn of the century; Regulation theory and the challenge of social change
  
• B. Kozlova, "Institutionalism. In Mileikousky et al. Present-Day Non Marxist Political Economy: A critical Analysis.
  
• Richard Hyman, Industrial relations: A Marxist Introduction.
  

  
   

1. Capitalism, State and Industrial Relations
   

Reading

• Dominic Strinati. "Capitalism, the State and Industrial Relation". In Colin Crouch (ed) State and Economy in Contemporary Capitalism
  
• Dafe Otabo, op cit. Chapter 7
  
• L.M. SachiKonye, "The State and the Union Movement in Zimbabwe: Cooptation, Conflict and Accomodation. In B. Beckman and L.M. Sachikonye (eds.). Labour Regimes and Liberalisation: The Restructuring of State – Society Relations in Africa.
  
• Yahaya Hashim, "Cooptation, Control and Resistance: The State and the Nigeria Labour Congress". In B. Beckman and L.M. Schikonye (eds.) op cit
  

  
   

  
   

1. Civil Society, Trade Union and Industrial Relations
   

Readings

• Gibbon P. "Some Reflections on Civil Society and Political Change". In L. Rudebeck and O. Tornquist (eds.). Democratization in the Third World
  
• Beckman B. "Whose Civil Society? Trade Unions and Capacity Building in the Nigerian Textile Industry". In Beckman and Sachikonye (eds.). op. cit
  
• Isme Akca. "Globalisation, State and Labour: Towards a Social Movement Unionism".
  
• Webster. E. and Buhlungu. S. "Between Marginalisation and Revitalisation: the State and Trade Unions in South Africa". ROAPE No. 100 (2004)
  
• Webster. E. and Adler. G., "Exodus without a Map? The Labour Movement in a Liberalising South Africa. In Beckman and Sachikonye (eds.) op. cit.
  

  
   

1. Democracy and Industrial Relations
   

   
    

• Tom Elarke. "Industrial Democracy: The Institutional Suppression of Industrial Conflict? In Tom Clarke and Laurie Clements (eds.). Trade Unions Under Capitalism.
  
• Dafe Otobo. Industrial Relations: Theory and Controversy. Chapter 5
  
• Franco Berchies. "The Social Construction of Labour in the Struggle for Democracy: The Case of Post-Independence Nigeria. ROAPE Vol. 23 No. 69 (1986).
  
• Funmi Adewumi (eds.). Trade Unionism in Nigeria: Challenges of the 21^st Century Chapter 7
  

  
   

1. Nigeria: Peripheral Fordism and Industrial Relations
   

   
    

• Peter Waterman, "labour Relations in Nigeria Port Authority". Mimeo
  
• Robin Cohen, labour and Politics in Nigeria 1945 – 71
  
• Roger Southhall, Trade Unions and the new Industrialisation of the Third World. Chapters 3 and 5.
  
• Yusuf Bangura, Nationalism, Accumul;atiion and Labour Subordination: 1970 – 1978.
  

1. Nigeria: Crisis of Peripheral Fordism and Industrial Relation
   

Readings

• M.M. Yusif. "Class Conflict and Confrontation in Nigeria: 1979 – 1983". Conference Paper
  
• Olajide Olayedi, Coping Under Recession: Workers in a Nigerian Factory. Chapters 1, 5, and 7
  
• Gunilla A. and Beckman B. Union Power in the Nigeran Textile Industry: Labour Regime and Adjustment. Conference Paper
  
• …………., Labour and Industrial Crisis in the Third World: The Case of Nigerian Textiles and Cotton
  
• Yusuf Bangura, The Recession and Workers Struggles in the Vehicle Assambly Plants: A Case Study of Steyr – Nigeria
  
• ………….., Crisis Management and Union Struggles in Niger State – Nigeria
  
• ………….., Crisis and Adjustment: the Experience of Nigerian Workers.
  
• ……………, industrial Crisis and the Struggle for National democracy: Lessons from Kaduna Textiles Ltd. And the Workers demonstration of January 1984.
  
• Yusuf Bangura and Bjoin Beckman, African Workers and SAP with a Nigerian Case Study.
  
• Beckman B. The Politics of Labour and Adjustment. The Experience of the Nigerian Labour Congress.
  
• Beckman B. and Gurilla A. Workers Power and the Crisis of the Nigerian textile Industry.
  

  
   

1. Nigeria: Peripheral Post-Fordism and Industrial Relations
   

   Readings
   

   1. Fremabo O. O. "Trade Union Policy in an Economic Recession". In Acamic Digest 1990
      
   2. Adesina J. "Towards the Reconstruction of industrial Relations Theory". In Dafe Otobo (ed.). Further Readings in Nigerian Industrial Relations.
      
   3. Damachi U. G. "Creating industrial Peace in Nigeria". In Damachi U. G. and Fashoyin T. (eds.). Contemporary Problems in Nigerian Industrial Relations
      
   4. Isaac N. O. State – Labour Relation Under SAP in Nigeria
      
   5. Beckman B. "Trade Unions and institutional Reform: Nigerian Experiences with South African and Uganda Comprarisons
      
   6. ………., "The Politics of Reform: Responses of African Trade Unions with a South African Case.
      
   7. ………, "Collective bargaining and Political Reform: textile Union Strategy in the face of Crisis and Adjustment".
      
   8. …….., "African Trade Unions and the Politics of Reform".
      
   9. Gunilla A. and Beckman B. "Bargaining for Survival: Unionized Workers in the Nigerian Textile Industry".
      
   10. M.M. Yusif. "Industrial Relations and Collective Bargaining Strategies: New trend in Industrial Relations.
       
   11. Imosili I. C. "The Impact of Economic Recession on Bargaining in the Food, Beverages and Tobacco Industries". In Dafe Otobo and Manikinyo Omole (eds.). Readings in Industrial Relations in Nigeria.
       
   12. Tayo Fashoyin, "Collective Bargaining Challenges During Economic Recession". In Damachi and Fashoyin (eds.). op. cit.
       
   13. …….., "Deregulation and Decentralization of Collective Bargaining: Problems and Prospects". Conference paper.
       
   14. Eskor Toyo, "deregulation of Collective Bargaining and the Settlement of Industrial Disputes". Conference paper.
       
   15. Alkali R. A. "Labour Problems and Wages Differences". Jounal of ECPER Vol. No.
       
   16. Thomas I. P. "Labour Perspective on Globalization" IPS No. 2 (2009).
       
   17. Waddington J. (ed.). "Situating Labour Within the Globalization Debate". In Waddington J. (ed.). Globalization Patterns of Labour Resistance.
       
   18. Lindsstrom L. "Post-Fordism and the Restructuring of the State – Trade Union Relationship in East and South-East Asia". In Gavin Williams (ed.) Democracy, Labour and Politics in Africa and Asia.
       

       
        

Theoretical Conclusion: Comparison of Regulation Theory with Marxist Approach